Exploring the strengths development of Taiwanese international students during the cultural transition process: a grounded theory study

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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] According to the Open Doors report, the number of undergraduate international students increased from 407,529 to 764,495 in the U.S. from 1990-91 to 2011/12 academic years (Open Doors, 2012). One of the missions of U.S higher education is to encourage the enrollment of international students for academic, cultural, and economic purposes (Sumer, Poyrazli, and Grahame, 2008). With the growing attention on international students, there is gap in the current literature that calls for strength-based approach. The aim of this study was to develop a model illustrates the strengths development of Taiwanese international college students in the cultural transition process by using grounded theory research design. The strengths developmental model emerged from the study provided us a better understanding of (a) how the strengths were utilized and (b) how their strengths take place in the cross-cultural experiences from their perspective, also (c) gain a better idea of the appropriate services and environment for international students.